ESTUDYR
LETRS UNIT 3 SESSION 1 UPDATED EXAM WITH MOST
TESTED QUESTIONS AND ANSWERS | GRADED A+ |
ASSURED SUCCESS
1. Teachers who take a code-emphasis approach to instruction generally do not discuss the meanings
of words being taught.
a. True
b. False
Answer: b. False
Rationale: Code-emphasis approaches focus on decoding skills but still incorporate discussions
of word meanings to ensure comprehension.
2. The ability to decode a new, previously unknown printed word depends on:
a. knowledge of phoneme-grapheme correspondences.
b. knowing its part of speech.
c. the ability to blend phonemes and graphemes quickly.
d. previous knowledge of sight words.
Answer: a, c
Rationale: Decoding relies on understanding phoneme-grapheme relationships and blending
sounds, not on parts of speech or sight words.
3. The term phonics may be used to refer to:
a. an awareness of individual speech sounds in spoken syllables.
b. the system of phoneme-grapheme correspondences.
c. an essential component of effective reading instruction.
d. a strategy for decoding new words and storing them in orthographic memory.
Answer: b, c, d
Rationale: Phonics involves phoneme-grapheme relationships, is a pillar of reading instruction,
and aids in decoding and word storage.
, ESTUDYR
4. Which of the following are typical of meaning-emphasis approaches to instruction?
a. emphasis on reading leveled texts individually
b. use of decodable texts at the K-1 level
c. a tendency toward more teacher-led instruction
d. use of context (such as illustrations) to read words in texts
Answer: a, d
Rationale: Meaning-emphasis approaches prioritize comprehension and context over decoding.
5. Which of the following is typically done as an extended practice activity in phonics lessons?
a. adding, substituting, or deleting phonemes in words
b. individual silent reading
c. timed reading of learned words
d. using words in oral sentences
Answer: c
Rationale: Timed reading helps build fluency and automaticity with learned words.
6. Phonemic awareness is best defined as:
a. the ability to recognize whole words instantly.
b. the ability to identify and manipulate individual sounds in spoken words.
c. the understanding of letter-sound relationships.
d. the ability to read fluently.
Answer: b
Rationale: Phonemic awareness focuses on spoken sounds, not written letters or fluency.
7. Which of the following is a key component of effective phonics instruction?
a. teaching sight words exclusively
b. systematic and explicit instruction
c. relying on context clues for decoding
LETRS UNIT 3 SESSION 1 UPDATED EXAM WITH MOST
TESTED QUESTIONS AND ANSWERS | GRADED A+ |
ASSURED SUCCESS
1. Teachers who take a code-emphasis approach to instruction generally do not discuss the meanings
of words being taught.
a. True
b. False
Answer: b. False
Rationale: Code-emphasis approaches focus on decoding skills but still incorporate discussions
of word meanings to ensure comprehension.
2. The ability to decode a new, previously unknown printed word depends on:
a. knowledge of phoneme-grapheme correspondences.
b. knowing its part of speech.
c. the ability to blend phonemes and graphemes quickly.
d. previous knowledge of sight words.
Answer: a, c
Rationale: Decoding relies on understanding phoneme-grapheme relationships and blending
sounds, not on parts of speech or sight words.
3. The term phonics may be used to refer to:
a. an awareness of individual speech sounds in spoken syllables.
b. the system of phoneme-grapheme correspondences.
c. an essential component of effective reading instruction.
d. a strategy for decoding new words and storing them in orthographic memory.
Answer: b, c, d
Rationale: Phonics involves phoneme-grapheme relationships, is a pillar of reading instruction,
and aids in decoding and word storage.
, ESTUDYR
4. Which of the following are typical of meaning-emphasis approaches to instruction?
a. emphasis on reading leveled texts individually
b. use of decodable texts at the K-1 level
c. a tendency toward more teacher-led instruction
d. use of context (such as illustrations) to read words in texts
Answer: a, d
Rationale: Meaning-emphasis approaches prioritize comprehension and context over decoding.
5. Which of the following is typically done as an extended practice activity in phonics lessons?
a. adding, substituting, or deleting phonemes in words
b. individual silent reading
c. timed reading of learned words
d. using words in oral sentences
Answer: c
Rationale: Timed reading helps build fluency and automaticity with learned words.
6. Phonemic awareness is best defined as:
a. the ability to recognize whole words instantly.
b. the ability to identify and manipulate individual sounds in spoken words.
c. the understanding of letter-sound relationships.
d. the ability to read fluently.
Answer: b
Rationale: Phonemic awareness focuses on spoken sounds, not written letters or fluency.
7. Which of the following is a key component of effective phonics instruction?
a. teaching sight words exclusively
b. systematic and explicit instruction
c. relying on context clues for decoding
